Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety

Abstract

The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative–reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

“…These factors create increasing stress among students, both on-and offline (Robotham and Julian, 2006). University student cohorts have been found to have concerning rates of mental health issues (Andrews and Wilding, 2004;Bayram and Bilgel, 2008;Hjeltnes et al, 2015), and online student cohorts, particularly those adjusting to intensive study modes, face comparable challenges. In response, several efforts have been made by universities to support students and promote positive mental health and wellbeing in an attempt to combat increasing psychological distress (Regehr et al, 2013).…”

Effects of Biodanza on Stress, Depression, and Sleep Quality in University Students

“…Moreover, certain personality traits such as perfectionism and shyness may be correlated with psychopathologies observed within the student population. 1,2,[8][9][10][11][12][13][14] Although proper sleep hygiene has proved to be important for mental health, complaints of sleep problems are extremely common among university students. Research has linked these issues to depression and anxiety in young adults.…”

The impact of contemplative practices on foreign language anxiety and learning

“…This finding aligns with many studies reporting the positive effects of contemplative practices on student learning (Arnold, 2011;Franco et al, 2010;Ramsburg & Youmans, 2014;Schlesiger, 1995) but contrasts with results of a prior study (Yamada & Victor, 2012) that found no improvements in student grades. Previous research (e.g., Hjeltnes et al, 2015;Jha et al, 2007;Zeidan et al, 2010) has shown that contemplative practices enhance focus, attention, concentration, and processing, resulting in improved learning and performance. In the interview data, many students reported experiencing decreased levels of stress and worry and an increased ability to focus on learning and testing after having participated in the contemplative practices.…”

“…In a research review on universal promotion and prevention programs for higher education students, Conley, Durlak, and Dickson (2013) found that mindfulness-based interventions were the most effective in reducing students' levels of emotional distress (including depression, anxiety, and stress), as compared to cognitive-behavioral interventions, and those delivered in class (as opposed to in small group workshops/programs) were the most effective. In a qualitative study, college-level students with diagnosed anxiety who had participated in an MBSR program reported a greater sense of inner calm, a greater ability for focus and concentration in learning situations like studying or test-taking, approaching learning in more effective ways, and relating to their anxiety in new ways (Hjeltnes, Binder, Moltu, & Dundas, 2015).…”